31 Oct Prosodic Breakdowns and Strategies for Intervention Posted at 10:43h in by apraxiaadmin Thank you for watching this course! You are about to begin the quiz to submit for ASHA CEUs. Following the quiz, you will be able to see your score. Please note that only those participants who follow the instructions correctly and completely will have their course information submitted to the ASHA CE Registry. For questions about the ASHA CE Registry, visit https://www.asha.org/ce/faqs/. Course completion includes: (1) Viewing the full webinar video (2) Passing the associated quiz at 80% or better and (3) Completing the Course Evaluation. Please visit our Webinar FAQ for more information. Multiple Choice: Select the one best answer Which of the following are appropriate ways to analyze Prosody? a. Using the DEMSS b. Calculating PCC c. Calculating the Number of Pauses out of total number of word junctures d. Estimating an intelligibility rating e. Both a and c None Which of the following are prosodic breakdowns typical of children with CAS? a. Inconsistent errors on repeated productions b. Producing w/I c. Omitting medial consonants d. Equal stress on every syllable None English is a Syllable Time Language a. True b. False None Which of the following are manipulated to control prosody? a. Pause b. Duration c. Pitch d. All of the above None Which of the following is a treatment technique to address sentential stress? a. DTTC two syllable word level practice b. Fix the sentence c. Placement cues None Which of the following are peer reviewed intervention approaches with efficacy that address prosody in CAS? a. Minimal pairs b. Multiple oppositions c. Rapid Syllable Transition d. Dynamic Temporal Tactile Cueing e. Both c and d None The Pause Marker is a suggested diagnostic marker based on which of the following? a. The data indicating that children with CAS make inconsistent errors b. The data indicating that children with CAS make stress errors c. The data indicating that children with CAS have more pauses between words than children with phonological disorders d. The data indicating that children with CAS had difficulty with /r/ None When a word ends with the same as the following word begins, we produce that consonant both times. a. True b. False None Which of the following are appropriate ways to address prosody in children with severe CAS? a. Using emotion to elicit different tone of voice b. Using short plays to practice the sentential stress c. Practicing lexical stress in two syllable words or phrases d. Rapid Syllable Transition e. Both a and c None When analyzing Prosody, listen for the following: a. Speech sound errors b. Consistent sound patterns c. Breathy phonation d. Appropriate stress patterns in words and sentences None Time's up Thank you for watching this course! You are about to begin the quiz to submit for ASHA CEUs. Following the quiz, you will be able to see your score. Please note that only those participants who follow the instructions correctly and completely will have their course information submitted to the ASHA CE Registry. For questions about the ASHA CE Registry, visit https://www.asha.org/ce/faqs/. Course completion includes: (1) Viewing the full webinar video (2) Passing the associated quiz at 80% or better and (3) Completing the Course Evaluation. Please visit our Webinar FAQ for more information. Multiple Choice: Select the one best answer Which of the following are appropriate ways to analyze Prosody? a. Using the DEMSS b. Calculating PCC c. Calculating the Number of Pauses out of total number of word junctures d. Estimating an intelligibility rating e. Both a and c None Which of the following are prosodic breakdowns typical of children with CAS? a. Inconsistent errors on repeated productions b. Producing w/I c. Omitting medial consonants d. Equal stress on every syllable None English is a Syllable Time Language a. True b. False None Which of the following are manipulated to control prosody? a. Pause b. Duration c. Pitch d. All of the above None Which of the following is a treatment technique to address sentential stress? a. DTTC two syllable word level practice b. Fix the sentence c. Placement cues None Which of the following are peer reviewed intervention approaches with efficacy that address prosody in CAS? a. Minimal pairs b. Multiple oppositions c. Rapid Syllable Transition d. Dynamic Temporal Tactile Cueing e. Both c and d None The Pause Marker is a suggested diagnostic marker based on which of the following? a. The data indicating that children with CAS make inconsistent errors b. The data indicating that children with CAS make stress errors c. The data indicating that children with CAS have more pauses between words than children with phonological disorders d. The data indicating that children with CAS had difficulty with /r/ None When a word ends with the same as the following word begins, we produce that consonant both times. a. True b. False None Which of the following are appropriate ways to address prosody in children with severe CAS? a. Using emotion to elicit different tone of voice b. Using short plays to practice the sentential stress c. Practicing lexical stress in two syllable words or phrases d. Rapid Syllable Transition e. Both a and c None When analyzing Prosody, listen for the following: a. Speech sound errors b. Consistent sound patterns c. Breathy phonation d. Appropriate stress patterns in words and sentences None Time's up Credentials: Hours of Operation: Treatment locations: Address: , Phone: Email: Overall Treatment Approach: Percent of CAS cases: Parent Involvement: Community Involvement: Professional consultation/collaboration: Min Age Treated: Max Age Treated: Insurance Accepted:
